Teaching/learning structures
Small set of externally defined content structures, transferred intact |
BT: Atomistic; parts prior to whole |
Beginning to get a sense of role whole plays in defining parts |
BT: Holistic; whole prior to parts |
Integral relationship between whole and parts, in some sense they “make each other up” |
Time and learning held constant, assumed to be the same |
BT: Time held constant, recognition that learning varies |
Gradual shift to recognition that time necessary for learning varies with specific learner |
BT/MH: Learning outcome defined and held constant, time varies as necessary |
Time structures become dynamic element of collaboration in learning |
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BT: 50-minutes lecture, 3-unit course |
Experimentation with multiple units of time for courses, including evening and weekend |
BT: Learning environments spread across time and space via digital tech |
Learning no longer confined to institutional environments, but deliberately and consciously shaped across whole of context |
All classes have same structure, dictated by external authority |
BT: Classes start/end at same time |
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BT: Environment ready when student is, in distributed venues |
Distinctions between “class” and “outside” break down as learning becomes continual, project-based and shared amongst multiple constituencies |
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BT: One teacher, one classroom |
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BT: Whatever learning experience works |
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Strict dogmatic approach to content, outlined by outside church authorities |
BT/MH: Independent disciplines, departments based on higher ed more generally, classical disciplines in silos |
Some interdisciplinary work begun, students have some say in elective development |
BT/MH: Frequent cross discipline/department collaboration, students full partners in course/degree guidelines |
Academic disciplines serve only as touchpoints for research funding and peer review, course content shaped by ongoing collaboration between multiple partners, all teaching is team-teaching with student/self directed learning goals taken seriously in course contents |
Strict “catechism” of content |
BT: Covering material |
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BT/MH: Specified learning goals |
Shared definition of appropriate learning goals |
No assessment structures |
BT/MH: End-of-course assessment used only in summative evaluation |
BT: Pre/during/post assessments, used occasionally for formative as well as summative evaluation |
CI reports, some student generation of assessment, portfolios engaged, primary emphasis on formative evaluation |
Continual assessment by all participants, full portfolio for lifelong learning |
If there is teacher assessment of students, it is frequently overridden by outside church authorities |
BT: Grading within classes by instructors |
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BT: External evaluations of learning |
Publicly engaged development of shared resources, continually being developed |
No assessment |
BT: Private assessment |
Some degree of student participation in assessment |
BT: Public assessment |
Assessment shared in dynamic, socially-connected processes |
Degree unnecessary, only ecclesiastical licensing/approval “counts” |
BT: Degree equals accumulated credit hours |
Degree includes some amount of contextualized field practice |
BT: Degree equals demonstrated knowledge and skills |
Degree equals demonstrated learning outcomes, as assessed through shared judgments by calling community |
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